Lecture Outline Sample

COMTRAINS TOWER CLIMBING SAFETY AND RESCUE 4th Edition LECTURE GUIDE
Objective: The opening section will assure each student is prepared to study and work to master the material. Have the first slide displayed as students arrive to establish the formality of the course. Introduce yourself and any assistants or visitors. Pass class roster(s) out and instruct each student to complete information clearly. Play the Why We Are Here Accident video.
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Explain that you are there because tower climbers are dying and you hope everyone here will help to end the problem. Confirm that each student understands your schedule/agenda for the class. Use the Our Goals For You slides (there are two with several items each) to demonstrate the scope of the course and the task ahead.
Clearly tell students that the field activities will simulate a real workday at a tower. They need to be prepared to perform rescues as the Hero as well as the Victim. They need to be prepared in work dress with equipment and PPE. Inform students about breaks and lunch.
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Advise students of current failure rate (4th edition was 5%) Use the Jin pole slide and the conflict in spelling (Gin, Jin, Gen) to demonstrate the problem in the industry with definitions and assure students that they need to question and ask about confusing terms during the course. Suggest liberal use of the glossary. Talk about tools to help students master the subject (instructors to lecture and answer questions, use slides and videos). Be sure each student has his/her textbook and have the students look through the material as you point out the different tools included (such as study questions, glossary). Once you see that students are attentive and prepared to take notes and participate, you have met the objective of this section.
CHAPTER #1 OF THE STUDENT TEXT Introduction
Objective: This section of the course is designed to involve the students, to make each student interested and self-motivated. Assure each student personally identifies with the subject. Have the students read the objectives at the beginning of the chapter.
Insert personal and/or current stories.
Explain what is meant by the gold rush in the Wireless Communications industry and how more than ever new people must become productive at an even faster rate. No time for training or development of experience. Explain that agencies such as the Office of Safety and Health Administration (OSHA) within the Department of Labor recognize these issues and have issued standards found primarily within 29 CFR 1910, and 1926, to regulate our industry. Click through slides. Note that OSHA does not approve products. It uses the services of agencies such as the American National Standards Institute (ANSI) to establish test methods and procedures. New equipment must conform to the testing
requirements of ANSI or NFPA before it can be termed as meeting OSHA standards. The students should understand this difference and look for the appropriate labels. OSHA also mandates training for all tower workers. A skilled trainer knowledgeable in the use, care, maintenance, inspection, and function of the equipment must provide this training. Click through slide. In 2006 TIA/ANSI released the new tower standards, including classification of climbers. NATE published their new Tower Safety Training Standards in 2006 and in 2005 North Carolina OSH published their new regulations for wireless communication including training standards. In 2007 several General Contractors and owners increased their sub contractor and climber requirements to meet all these new and untried standards. The basic two-day ComTrain program has been the international standard since 1996 and continues to be recognized, as the basic credentials required of a tower climber, by all but a few more aggressive clients. The Advanced class will meet all published standards with the exception of the NATE
Competent Rescuer which continues to be vague and questionable. Display slide explaining 6 foot or more above a surface = 100% fall protection, either fall restraint or fall arrest. Explain that before 100% fall protection was required; rescue was three phone calls; one to the coroner, one to the boss and one to the wife or mother of the victim. Today, rescue training and performance by all climbers is an absolute must. We are now faced with someone hanging on the tower. They cant go up and must get help to get down. You will learn that one of the most important parts of the pre-climb safety meeting is the rescue plan. Direct students to their glossary and have a student paraphrase the differences between Fall Arrest, Fall Restraint and Fall Protection. Have students participate in listing any fall restraint on towers. Note the limited restraint and the primary need for fall arrest.
All safety begins with Hazard Assessment- the identification of dangers present or predictable. Show slides of Hazard categories click through and generalize each category: Environmental, structural and work created (tools and techniques) dangers.
CHAPTER #2 OF THE STUDENT TEXT Environmental Hazards
Objective: Assure students understand Environmental hazard assessment procedure related to the tower environment. Have the students silently read the objectives for chapter 2. Discuss the different environmental hazards. Discuss these individually; be sure to cover subjects to set up clear needs for PPE in later sections of the class. Click through the 4 Environmental Hazards which include: Wind, slip hazards (rain, snow, and dew), ice, heat,
cold, and gravity (explain that you will discuss this hazard in depth later in the course). Tower workers must be versatile and capable of mastering many skills. Digging foundations, running electrical lines, raising and assembling steel, are just a few. In addition, they must understand and deal with the risks to their personal safety brought about by a number of outside conditions. Some of which are weather, pressing time schedules, site hazards, tools and new or inexperienced fellow workers. Click through the 2 Added Hazards slides. Along with the birds in the slides you must also include: stinging insects, birds droppings (disease), snakes, and PEOPLE. Whenever lightning is brought up, continue with the slide sequence and discuss the distance calculation charts and methods. Stress "hear thunder - climb down!"Dont forget to return to Added Hazards until it is clear that there are many. Explain that this will be addressed later in the section on PPE.
When you have exhausted the subjects or feel students aggressively understand the scope of the need to find hazards before they cause a problem, increase concerns by discussing non-standard environments. Display next slide of Structural hazards and discuss that this structure CAN AND WILL KILL. Today we have both towers and non-standard structures. If the structure is three meters off the ground someone wants to hang antennas on it. Display slide of non-standard structures. Ask if anyone knows the Working Load Limit (capacity) of the roof of a Harveststore Silo? Generate discussions, include: asbestos, gas, glass- sky lights, people, dogs. Explain how the mounting of communications equipment on non-standard structures is becoming more common everyday requiring ever-increasing levels of skill and ingenuity on their part. Fixed metal ladders are less common in todays vertical environment and in some cases towers are beginning to look less like towers and more like the surrounding
area. Tower like structures disguised as trees and crosses, or other familiar shapes are fast becoming the norm. Note that non-standard structures can offer challenges far beyond those of the standard tower and how the tower climber is now faced with the need for many new skills, not the least of which is rescue. Insert your own experiences or particularly interesting stories from other students or workers.
CHAPTER #3 OF THE STUDENT TEXT Structural Hazards
Objective:The objective is to recognize the vast hazards associated with the specialized structures of towers and the need to constantly ask and learn to be able to recognize the dangers. Ask the students Who sets the standards for the manufacture, construction and inspection of towers? Inform the students that towers are loosely governed by EIA/TIA standards which have no enforcement powers. Suggest each student get a copy of EIA/TIA 222 G and keep it with them on site to help assess the structure. Let them know that the new release in
January of 2006 not only made numerous new tower issues clarified but also changed the format of the standards themselves. Note that although the new classification of towers is Class I,II,III and is related to use we should note the former classification by shape. Introduce the three basic types of towers - guyed, self supporting and monopoles. Display the 2 Self Supporting Towers Slides. Discuss three legs, four legs, fast taper, slow taper, changing taper; even 8 legged. Display Monopole Slide. Discuss up to 300, t-arms, multiple mounts, poor climb devices. And the new Stealth towers. Tower like structures disguised as trees and crosses, or other familiar shapes are fast becoming the norm. Note that these stealth towers can offer challenges far beyond those of the standard tower and how the tower climber is now faced with the need for many new skills to just perform their day to day jobs. And how that rescues on these types of towers can pose more issues. Display Guyed Tower Slide.
Explain they are built up to 2,000 high. They are the least expensive for heights over 350 in most cases but lots of land is required. Display and discuss slide on angle iron construction, bolts up and out and no water trough Display plumb and torque and relay to students how to check easily for correctness. Display and discuss hollow rod or round towers slide. Show need for weep holes and base drainage. RUST Display Bad Foundations slide and the dangers of them. Display and discuss structural integrity and what can happen if you dont have it. Display the Weep Holes slides and discuss their importance and what to look for in the field.
Display the cracked cement base slide and discuss the importance of inspection. Display and discuss hidden dangers slides. Encourage students to contribute dangerous structural issues they have seen in the field. Display and discuss trip hazards. Have students point out the trip hazards that they see in the picture. Display and discuss overloaded structures. Display slide of guyed towerparts. Discuss how to check each element as you step through and potential problems. Display guy wire slide and discuss slack and taut issues. You can play the Loose Guys video here.
CHAPTER #4 OF THE STUDENT TEXT Tools and Techniques
Objective: To assure students recognize the vast number of dangers generated by a workers' selection of technique and miss-use of tools of the trade. Show the Tools and Techniques slide. Tell story of an accident such as a screwdriver in the eye or an accident involving a knife or a spray of cold galvanization in the eye. Be creative here. Discuss tool bags, belts and the need to tether tools. Suggest bag covers and latches to prevent drop dangers. Ask students for their best example of dangerous use of tools on towers and why it shouldnt be used. Click through slides of stupid acts. Discuss bad decisions on work techniques. A Tower Climbers commute to work begins at the base of the structure and like a driver who must get back and forth to have a good day; you must get up
and down safely. We can show you the how and explain the why, but the rest is up to you Show slides of knots and explain the differences between knots, bends and hitches. Conduct a knot-tying workshop. Give each student a length of rope and demonstrate tying a bowline, an overhand bend and a Munter hitch. Have each student tie all three.
CHAPTER #5 OF THE STUDENT TEXT Safety Equipment
Objective: Assure students understand how to apply hazard assessment to selecting and using PPE and the differences between regulations and policies. (Your employer must specifically train you on the use, inspection and maintenance of any PPE your company policies demand). Have students silently read objectives. Ask the class for a definition of PPE and OPE. Someone may read them from the glossary
Display slide showing PPE Discuss each element as you advance through the slide. Enhance each element by pointing out the hazards the students identified earlier in the class. Enhance use of equipment with stories. Discuss the footwear issues of: 1. Steel or reinforced toes & shanks 2. Traction 3. Support 4. Comfort and safety Dont forget to mention special socks for steel toes. Discuss the hand protection issues of gloves: 1. Bird droppings 2. Burrs and rough surfaces from galvanizing 3. Hot and cold surfaces 4. Rope or line abrasions 5. Stinging insects Ask what students use for hand protection. Discuss the various types and styles of gloves available. Demonstrate a pair of leather gloves. Demonstrate a pair of safety goggles/glasses.
Ask how true safety eyewear can be identified? Tell them by the S or manufacturers initials or name engraved in the lens. Explain the drop zone is 6 inches out for every 1 foot up. (ComTrain suggests 1:1 since items dropped from a tower tend to deflect or ping-off the tower steel.) Explain that vast improvements have been made in safety headgear in recent years and with all the new products available, be sure it has a label stating it meets or exceeds OSHA standards and is ANSI approved. Show a pair of earplugs and/or muffs and discuss noise protection. Working around an airport is a good example of where hearing protection would be important. Explain ComTrains recommendation would be for long pants and a long sleeve shirt. These help to protect us from the environment as well as stinging insects and abrasions. Also recommended is water or some form of nonalcoholic liquid refreshment and lip balm to maintain internal moisture. Dehydration can occur very quickly in both cold and hot climates.
Clarify that there are PPE required by policy and additional PPE required by individual hazard assessment. Simple considerations might be: prescription glasses, band aids to prevent infection and Tylenol or aspirin to avoid the distraction of a headache. Often it is the skill of hazard assessment that dictates use of PPE more than specific policy.
CHAPTER #6 OF THE STUDENT TEXT Fall Protection
Objective: To clarify the issues of the hazard of falling and assure the students understands the principles and equipment usage of Personal Fall Protection Systems. Revisit fall restraint. Specify that if fall restraint is not in place, 100% fall arrest must be used. Display ABCS slide. Explain that PFAS is made up of three major components: A= Anchor Point = 5000 lbs/attachment As required by OSHA, anchorage points must be capable of supporting 5,000 pounds per employee attached or shall be designed & installed (a) to be part
of a complete PFAS which maintains a safety factor of at least 2 to 1 and (b) under the supervision of a qualified person. You should be that qualified person after having successfully completed this course. OSHA states that to be a competent person, you must have the authority to ensure enforcement. B= Body Harness = full when in PFAS C= Connect devices = anything connecting A to B. The operative word in PFAS is system and the thought process used must start with an evaluation of the anchorage, the use of a full body harness and application of the appropriate connecting hardware. Personal safety becomes your responsibility and you must select the components and assemble the system to meet all standards. To be effective in selecting components and implementing a PFAS, each student must understand each element of the system. Show the DBI/SALA Harness Man Video. Generate open discussion on the video. Emphasize the drop test results using a 220-pounddummy weight.
4961 pounds of impact created from a 6 ft drop on a wire cable becomes 832 pounds of impact from the when using a Shock Absorbing Lanyard. 1800 lbs. in a full body harness is the maximum allowable impact in any fall. Explain 2 to 1 rigging. At maximum 1800 lbs of impact, the minimum required strength must be 3,600 lbs (1800 x 2). Ask class if it is acceptable to use PFAS to climb a lightweight (about 2800 lb Break Strength) tower and if so how? As a matter of illustration, if a small tower offers structural members with strength of only 2,000 lbs, you must design and limit the impact forces from a fall to less than 1,000 pounds. You must severely limit the length of free fall. What are the two generic forms of appurtenances on a tower? Have students look up definition in the glossary. This forces students to use the text and to see more than they know.
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Explain that appurtenances are attachments and are either discrete or linear. Note that they are important to rigging an effective PFAS. Display Appurtenance slide. Explain that students must keep in mind the objective of rigging is to protect the body and that fall space and swing zone are critical considerations. Display slide of the swing zone. Explain swing hazards and threading. Explain that two major objectives in rigging your PFAS are: 1.Maintain 100% fall protection at all times. 2. Minimize secondary hazards should you fall. Discuss possible need to fabricate anchor points. Discuss use of slings, hardware and portable anchors. Display slide of THLL. Discuss anchorages for THLL. Point out overhead mounting not the hip level mount taught to deck workers.
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Point out and explain that THLLs can be purchased commercially with in-line shock absorbers and connectors. Share the obvious; that after seeing the drop test, it is easy to see why a full body harness is not only required, but also desired. Demonstrate inspection of a full body harness. Demonstrate donning and adjusting harness. Point out possible differences in harnesses and rings. Explain that if they will be using a tool belt, it must be under the harness, or incorporated into the harness. If their harness has loops or straps for tool pouches, be certain these are properly secured and remind them that anything dropped from a tower can cause serious injury within the drop zone. Display slide showing safe-climb attachments. Discuss different forms.
Demonstrate use of front D ring then inspect and attach safe climb attachment.
Display slide of positioning lanyards. Demonstrate differences in positioning lanyards then how to inspect and attachment issues; then attach to harness. Tell the story about the climber who connected his positioning lanyard to his screwdriver instead of his side D ring and fell 80 feet, (page 50 in student text) or your own story about not trusting sound when hooking. Display slide of Fall Arrest Lanyards.
Demonstrate different forms of shock absorbing lanyards, use and inspections, attachments (note only use the dorsal or back D ring for any fall arrest attachment).
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Explain the limits of hooking back onto the lanyard webbing with narrow throated hooks and side loading and gate loading of hardware. Inspect and attach arrest lanyard to harness. Demonstrate and explain the use of three point attachments. Inspect and attach to harness. Demonstrate and explain use of saddles, introduce spreader bar and central attachment hardware. Display slide of Adjustable Positioning Lanyards. Display slide of Tuff Tug Safe Climb Attachment System. Explain the uses for the system and how it makes climbing safer. Display slide of Body Harnesses. Explain the differences in the Body Harnesses and discuss why you would or wouldnt use certain harnesses.
Have each student inspect, don and adjust his or her individual harness. Have them each read the rigging information on their own equipment, discuss differences in capacities. Coach the individuals on proper adjustment. Demonstrate and explain a hook, selflocking carabineer and clevis or shackle. Have the students refer to their glossary for the difference between a clevis and shackle and have someone explain it. This is really additional assurance that students use the text. Ask how a shackle could be used rigging a PFAS? Ask the students if anyone can explain the obvious difference between a hook and a carabineer. (Carabineers are uniform in thickness and are uniformly tested on all sides except for the gate. Hooks are generally narrow at the point, thicker at the bottom and narrow up the side. They are only tested
for strength at the bottom, which is the intended direction of loading). Pass the hardware around and have students examine and work all variations of gates and locks. Explain drop forged steel/gate and auto lock. Demonstrate roll out, and show and explain to the students how using non-compatible and non-locking hardware can be dangerous. Pass the demo unit around to the class. Ask how carabineers are rated. Show Newton slide. Explain kN and conversions to lbs. Coach students how to inspect and connect their PFAS equipment to their harnesses. point out differences and the pros and cons of different equipment to class. Demonstrate the mechanics of an SRL with its lanyard and built in drum and automatic breaking system.
Explain how most SRLs allow a two-foot free fall and deceleration distance of 18 inches. Total fall distance allowed is 3-1/2 feet. Emphasize the importance of anchoring the SRL above the back D-ring, and remind them a SRL is a fall arrest device and part of a PFAS. Because the SRL is a mechanical device, most units require regular maintenance and service by the manufacturer. As with all other PFAS, be sure to read the manufacturers instructions on use, care and maintenance. Review the following additional points with the students: 1. PFAS cannot be used to support a weight in excess of the rating of the weakest component. 2. Most body harnesses are designed to support a total weight of 310 pounds but differ.
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Ask students what the WLL or capacity of their harness is? Ask what the rigging information on their shock-absorbing lanyard is? Have them look. Emphasize the non-standard nature of the ratings and the need, as with any rigging element, to read and know the specific ratings of the parts of their system. 3. Total weight of climber and equipment carried cannot exceed rating on weakest piece of the system. (300, 310, 350, etc.) 4. Custom harnesses can be obtained from manufacturers. Relate the strict rule of never using PFAS for any other use: 1. Dont ever tow vehicles with it. 2. Dont use PFAS to haul equipment up or down a tower. 3. Never modify PFAS in any way. 4. Never use life or safety line rope alternately for rigging and as a part of PFAS. Ropes may be de-rated for other purposes but never returned to service as part of PFAS.
CHAPTER #7 OF THE STUDENT TEXT Man Riding
Getting from the structure into a suspended position requires us to descend or ascend on some type of rigging. Ask students if they have ever heard the rule you cant ride the winch line. Explain that it is untrue. You cant ride the load line! Tell students if your company allows powered man riding they must understand the companys policies. To better understand there is a set of the powered winch riding rules in the appendix of their text. Explain there are systems available that allow manual ascending and descending to do your work or perform rescues. Examples of such systems are the Rollgliss, Suretyman, PMI Tower Pak and others from Miller, Buckingham & Elk River. Show slide of riding tools and point out the different tools shown and discuss controlled descent vs. repelling.
Ask if any student uses another type of tool and do they have it with them. As mentioned, there are several pieces of tested equipment available which allow a climber to be safely lowered or raised into position. When you select any of these systems you must receive training in the specific system before using it. All recognized systems are tested and rated as man riding or rigging systems they are not fall protection systems. Therefore, you must also use a PFAS during suspension work. SRL's are one solution to fall protection while man riding. They are available from 6to 195. A more flexible PFAS during suspension is the vertical lifeline system, which works much like a safeclimb cable. It is attached under the 5,000-pound anchor requirement to a separate anchor point from that used by the suspension system. Show rope grab (brake) Demonstrate how to use the rope brake. Demonstrate use and inspection of a vertical lifeline system.
Explain that typically the climber attaches to the lifeline with a rope grab or rope brake using a 3 foot or less shock absorbing lanyard connected to their back D-ring. This arrangement limits the free fall to the required 6 feet or less. Show snatch blocks and explain how they work. Demonstrate rigging equipment and usage. Show slings, hardware, snatch blocks and their relationship to rigging a man riding system and to load rigging. Pass rigging equipment around for students to examine.
CHAPTER #8 OF THE STUDENT TEXT Administering Safety
Objective: To assure understanding of the need for formal safety planning and safety meetings, documentation and the hierarchy of these related to law and policy. Explain that no matter what laws, policies or training is used to protect tower climbers
safety is only as effective as the execution and practice of the knowledge in the workplace. The employer's responsibility is to protect the worker and develop policies and procedures to that end. The employer approves and delivers training and works to protect the climber but the climber must assume responsibility. Often the independent nature of our work demands that the worker be assigned as an agent of the employer. This designation is a competent person. Hazard assessment is a good example of this delegation of responsibility. Note that the employee must perform that hazard assessment since the site is dynamic and hazards currently affecting safety must be identified and dealt with. Be sure students understand that failure to comply with policies requires punishment; enforcement of policies is a legal requirement on the employer. Safety begins with a company safety plan, which includes policies and procedures. Each job begins with a plan.
Show slide of Pre-Climb Safety Meeting. Discuss pre-mobilization planning and its importance to the days work, which must include safety. A written plan should be developed for each site that includes any known hazards and methods employed to mitigate such hazards. This hazard assessment plan should also address crew skills. Discuss when safety plans should be developed, and step through their elements. It is critical that you cover all pertinent policies if available. Discuss factors to consider in safety plans and discuss why and impacts. Ask how many climbers must be on the site before anyone climbs? Explain that it is ComTrains recommendation that OSHA compliance can only be fully achieved when at least two climbers are assigned to a task. The necessity to have first aid and rescue promptly available supports this recommendation and we further recommend that each climber be certified in First Aid and CPR.
Be sure all understand the answer is 2 and explain the two OSHA regulations that demand that case (First aid and emergency response). Explain that the use of and the tools required to complete the work must be known. This includes rescue equipment. OSHA specified that all companies with over 5 employees who work in a fall hazard area must have a written fall protection plan. This plan must include clarification of the pre-job planning procedures and responsibilities. Discuss the hierarchy of safety meetings: Weekly Safety Meeting, Pre-mobilization safety meeting and the Daily Site Safety meetings. Explain that a daily site safety meeting must at a minimum include these essential elements: 1.Location of first aid kit. 2.Location and contact number of nearest medical facility. 3.Each climber performs a pre-climb inspection & hazard assessment. 4.Inspect PFAS/PPE/OPE
5.Review and adjustments to pre-mobilization safety plan. 6.Agree to a workable rescue plan.
CHAPTER #9 OF THE STUDENT TEXT Safety Policy and Safety Practice
Objective: Assure students understand the need for good physical conditioning, personal conditioning and responsible continued study of the principles of safety. Have students read the objectives Our profession involves some obvious very physical demands. How many others start their commute at the base of a tower, stand on their feet all day and must constantly maintain perfect balance. Display slide showing climbing mechanics. Mention the importance of maintaining good health and physical conditioning. Caution against party hearty mentality.
Discuss the recommended climbing mechanics: 1. Climb with your legs not your hands. 2. Maintain three points of contact at all times. 3. Minimize side-to-side swing when climbing. 4. Maintain a steady pace and dont rush. 5. Consider alternating handgrips. 6. Consider the side rails rather than the rungs. 7. When descending, hands proceed the feet. 8. Climb on the high or outside of the structure. 9. Take occasional rest breaks. Suggest carrying water or having it ferried up. NEVER DRINK ALCOHOL ON TOWERS Review each point Caution the students about the weakness of the human back. Suggest the possible use of kneepads on nonstandard structures. Describe in detail the steps to reach and return from work positions. 1. Attach to safe climb. 2. Attach PFAS before disconnecting from safe climb. 3. 100% connected maneuvering and crossing.
4. Attach positioning lanyard, then readjust and connect PFAS. 5. Attach to suspension equipment and PFAS before disconnecting and exiting work position. 6. If using descent equipment, exit from the descent device at the ground or deck. 7. If descending to your work location, attach a positioning lanyard or PFAS before disconnecting from the descent device. 8. Remain 100% connected at all times. 9. Attach to safe climb before disconnecting from the structure and then descend. Clarify any company policies and the absolute need to comply.
CHAPTER #10 OF THE STUDENT TEXT Rescue
Objective: Assure students understand the need to select a workable emergency response plan before beginning each days work.
Display The Rescue slide.

Have students read objectives.
OSHA requires that you have a rescue plan in the event a climber cannot get down alone. Historically, we have treated this requirement lightly. One reason was that a fall was usually fatal. Now we have effective fall arrest and the need for rescue is much more likely. The traditional planning may have been to have someone call 911, which is often not effective. Need to confirm availability and response time. This course introduces several tested rescue techniques. Display 6 Rescue Techniques slide. Discuss each technique & steps to implement. Generate discussion on each technique. Have the students discuss which, in their opinion, would be the most practical or effective in different situations.
Offer these scenarios as examples 1. Remote site, 2 people, 200-foot monopole. 2. Congested urban rooftop with no access. 3. Freestanding tower, fall in SRL, no injury. Be sure the students agree on a situation where each technique is the best choice. Display technique slides and discuss them.
CONCLUSION: Give the students a few minutes to review the text and their notes. Ask them if they have any questions about anything from the first day of class. 1. Address any questions. 2. Suggest read the text and prepare for exam. 3. Advise students to wear climbing clothes and bring their PPE equipment to the class. 4. Remind them the class begins at WHEN?
5. Advise it will be physically demanding day. 6. Suggest they may want to bring lunch and drinks.
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COMTRAINS TOWER CLIMBING SAFETY AND RESCUE 4th Edition LECTURE GUIDE

ComTrain Texas LLC, 2012

CHAPTER #4 OF THE STUDENT TEXT Tools and Techniques

ComTrain Texas LLC, 2012

ComTrain Texas LLC, 2012

ComTrain Texas LLC, 2012

ComTrain Texas LLC, 2012

CHAPTER #7 OF THE STUDENT TEXT Man Riding

Display The Rescue slide.

Have students read objectives.

ComTrain Texas LLC, 2012

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